A survey of important topics in writing theory, with
consideration of pedagogical applications to workplace settings
such as the writing classroom at secondary and college levels.
Athena Title
Composition Theory and Pedagog
Non-Traditional Format
This course is writing intensive, which means that the course
will include substantial and ongoing writing assignments that a)
relate clearly to course learning; b) teach the communication
values of a discipline—for example, its practices of argument,
evidence, credibility, and format; and c) prepare students for
further writing in their academic work, in graduate school, and
in professional life. The written assignments will result in a
significant and diverse body of written work (the equivalent of
6000 words or 25 pages) and the instructor (and/or the teaching
assistant assigned to the course) will be closely involved in
student writing, providing opportunities for feedback and
substantive revision.
Prerequisite
Two 2000-level ENGL courses or (one 2000-level ENGL course and one 3000-level ENGL course) or (one 2000-level ENGL course and one 2000-level CMLT course)
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Student Learning Outcomes
Students will become familiar with significant figures and principles in ancient rhetoric.
Students will understand the origins and conceptual foundations of composition theory as a discipline.
Students will apply theories of writing to their own theoretical and pragmatic understandings of writing.
Students will perform intensive research, writing, and revision in the field of composition theory and rhetoric.
Topical Outline
The Nature of Writing/Writers
The Writing Process & the canons of rhetoric (invention, arrangement, etc.)
Style and Grammar
Basic writers
Conferencing and the writing center
Tutoring across the curriculum
Electronic media and writing
The written work that students produce during the semester will be dependent on the instructor, but it may include assignments such as: short "summary-response" papers, which summarize weekly readings and ponder pedagogical implications; five-to- seven page argumentative essays that explore some aspect of writing instruction; invented lesson plans or justified strategies for teaching writing; reports on service-learning activities in the writing center; web sites that compile and feature resources for student writers or student peer tutors; research-based argumentative papers exploring some aspect of writing instruction.
